Developing an e-portfolio based pedagogy for work-based learners

Abstract

In this thesis I explore the use of an e-portfolio as the framework for a pedagogy for work-based learners, in particular for those employed in small to medium sized enterprises; a group of potential learners that are recognised as having potential difficulties in accessing higher education. I analyse the reasons for targeting this group of learners, with particular reference to the economic need to increase the higher level learning of people in the workplace and the potential impact this could have in the local, and wider, economy. Central to the pedagogic development is the use of e-portfolios. I will interrogate why this technology and methodology was chosen and how the personal learning space it provides is well-suited to supporting and engaging learners in the target group. The means by which I explore the use of an e-portfolio based pedagogy is through participative action research. This method allows for my explorations to be situated in live settings and to involve participants from the key stakeholder groups. Unlike experimental design, action research aims to generate understandings rather than prove causal relationships. I will explain the cycles of action research employed in my project and evaluate how this impacted on the successful development of the pedagogy. Findings from my research strongly suggest the benefits of an inclusive approach to pedagogic development which centres on involvement of key stakeholders for the creation of an holistic model. This model incorporates a speedy, flexible and quality assured curriculum that is accessible to the target learners and that can be adapted to a range of existing and perceived needs. At the heart of this model is the use of e-portfolio which provides the learning and personal development space through which the work-based learners’ needs can be met and through which dialogue between the learner, employer and academic tutor can be facilitated. The key innovation in my research findings is the theorisation of different types of scaffolding for e-learning developments and the positing of a taxonomy of scaffolding approaches to learning and teaching design that is founded within the concept of the holistic scaffolding model.